Transcript Ready to Race! Cycling Introduction to Competition: Skills

Ready to Race!
Introduction to Competition
Training Basics
Introduction
NCCP Coaching Streams and Contexts
Competition
Introduction
Community
Initiation
Instructor Beginner
Ready to Race!
Let’s Ride!
Competition
Development
Instructor
Intermediate
Performance Cycling
Community Ongoing
Competition High
Performance
Instructor Advanced
Ready to Race! Introduction to
Competition Pathway
To achieve the status of “In-Training” a coach
must complete:
• Basic Cycling Skills
• Training Basics
To achieve the status of “Trained” a
coach must complete:
• Skills and Tactics (one discipline)
• Training to Race
• Skills and Tactics (a second disciplines)
To achieve the status of “Certified” a
coach must complete: :
• Make Ethical Decisions Online Evaluation- Comp-Int
• Coach Portfolio
• Online evaluation for two disciplines
Ready to Race! Introduction to
Competition Evaluation Process

Make Ethical Decisions Online Evaluation

Cycling Coach Portfolio

Online Evaluations

Cost for total evaluation: $150
◦ Go to www.coach.ca and log into Locker account
◦ Evaluation can be taken through the “elearning” section
◦ Coaches have two attempts to pass the evaluation
◦ After coaches have achieved the “trained” status, they can submit
their portfolios
◦ Portfolios can be obtained from Cycling Canada
◦ Once reviewed, evaluator may recommend changes/updates
◦ Once a coach’s portfolio has been successfully completed, Cycling
Canada will provide login information to the online evaluations
◦ Coaches must successfully pass the online evaluation in two
disciplines (BMX, MTB, road, track) in order to be certified
Professional Development

All coaches with the “certified” status must obtain
PD points to maintain their certification
◦ Ready to Race! coaches must obtain 20 PD points in five
years
◦ Performance Cycling coaches must obtain 30 PD points in
five years
◦ If you are certified in two sports/contexts, accumulated
points will apply to both. The number of points required
to maintain certification will be determined by whichever
sport/context requires the highest number of PD points.

What counts as PD points?
◦ Any NCCP training or online module
◦ Active coaching
◦ For full details about PD points and opportunities visit
www.cyclingcanada.ca
Ready to Race: Training Basics
Step 1: Setting the Scene
Step 2: Participants and Their Cycling Needs
Step 3: Ethical Coaching
Step 4: Practice Planning and Cycling Safety
Step 5: Leading a Practice Session
Step 6: Getting Ready to Race
Step 7: Team Management
Step 1:
Setting the Scene
Your role as a cycling coach
Take a minute to reflect on your role, aims and
coaching philosophy.
 What are your reasons for being a coach?
 What do you think others expect of you as a
coach? (parents, participants you coach, your
club)
 How would you summarize your coaching
philosophy?

Why your athletes participate

List the top reasons your athletes participate:
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Step 2:
Participants and Their Sport
Needs
HUMILITY
RESPECT
LEADERSHIP
FAIR PLAY
INTEGRITY
ATHLETE
ETHICS
hwenger04
Portfolio task:
Athlete profile

See pages 8 – 10 of the Coach Portfolio
Step 3:
Ethical Coaching
Analysis And Decision-Making Process For Situations
That Have Moral Implications
1- Establish
the facts in
the situation
Analysis
2- Based on the
facts, determine
what is at stake
3- Consider options for
action or decision, and
the consequences of
each
DecisionMaking
4- Assess the pros
and cons of each
option
5- Select the best
option for decision
6- Implement the
decision and manage
the consequences
Implementation
Analysis And Decision-Making Process For Situations
That Have Moral Implications
1- Establish the
facts in the
situation
- Is this a situation that has legal
implications?
- If the situation is not legal, what
ethical issues might be involved?
2- From the facts,
determine what is at
stake
Have all
3- Consider potential
options for action or
decision, and the
consequences of each
the facts been
identified?
Analysis
4- Assess the pros
and cons of each
option
Decision -Making
How does each option
promote a fair decision
in relation to the:
- outcomes or
results
-
- means used to
achieve results
5- Select the best
option for decision
-
-
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Implementation
What is the best course
of action to follow? Who
should be involved?
6- Implement thedecision
and manage the
consequences
Have I thought about
factors that might
influence me?
What values must be
preserved in the situation?
Is this a just and
reasonable decision?
Step 4- Practice Planning &
Cycling Safety
What is Training?
10 S’s
1. Skill (technical – tactical –
decision making)
2.
3.
4.
5.
6.
7.
8.
9.
10.
Speed
Suppleness
Stamina
Strength
Structure / Stature
Psychology
Sustenance
Schooling
Socio-Cultural
Practice Planning
Choosing and Designing
Activities for your Practice
General Considerations:
The goal you
have in mind
The choice of
activities
The way each
activity will be
run
The participants
you coach
The sport and
its demands
The Challenge Zone
Or matching the difficulty of the activity
with the skill level of the participant
High
ANXIETY
REQUIREMENTS OF
THE
ACTIVITY
BOREDOM
Low
Low
High
PARTICIPANT PROFICIENCY LEVEL
ATTENTION
BALANCE
CONTROL
PEDAL
BRAKE
GEAR
Looking
Straight-line Riding
Sitting
Front
Rear
Identifying
Balanced Position
Soft
Rear
Front
Reacting
Weight Transfer F, R, Side
Standing
Combined
Ready Position
Punch
Modulate
Weighting & Unweighting
Ratchet
Slippery
The ABCs:
Basic Body
Movements
TURN &
CORNER
Medium
Fast
Slow
Tight
Narrow-platform Riding
INCREASED CHALLENGE
Simple Riding & Coasting
Track Stand
P.A.S.S. SKILLS - BUILT FROM ABCs
POWER
AGILITY
ACCELERATE
DESCEND
DROP
LIFT
Sitting
Sitting
Sitting
Rolling
Front
MOUNT &
DISMOUNT
GROUP
TRAFFIC
Follow
Laws
Draft
Signal
Pass
Shoulder
check
Straddle on
P.A.S.S.:
Standing
Standing
Huck
2 Wheel
Straddle off
Crouching
Integrated
Skills
Standing
Standing start
Rear
MOVE
Cowboy on
Gate start
Dolphin
Limbo
Pack
Bails
Sprinting
Manual
Pickup &
Drop (one
hand)
Position
Bump
Carry
Side
Anticipate
Buzz
Safe Fall
Wheelie
No hands
A CYCLING SKILLS MODEL
Echelon
INCREASED CHALLENGE
CLIMB
SPATIAL SENSE
Sport Discipline Relationships
Motor Performance:
Rate Of Improvement Relative To Time
Improvement
in motor
performance
(% of initial
values)
Time
Improvement And Retention Of Performance Relative
The Type Of Practice
Improvement andToRetention
of
Performance Relative to the Type of
Practice
Behavioural training _ _ _ _ _ _
Decision-training _________
100
90
80
70
60
50
40
30
Reversal
20
10
0
Initial practices
Long-term performance
Vickers J. (2001). Decision Training: A New Approach to Coaching. National Multisport Centre - Pacific.
Five Criteria To Develop Challenging Activities That Motivate Athletes To Learn
(From Martel, 2003; adapted from Florence, Brunelle and Carlier, 1998)
1- ORIGINALITY
(Need to discover)
5- DYNAMIC
(Need for movement)
Novelty
Need to be surprised
2- AFFECTIVE COMPONENT
(Need to be challenged)
Desire to try
Involving all motor
functions (intensity,
duration, active
engagement)
4- OPENNESS
(Need for trust)
Achieve something right
from the beginning, then
progress
(individualization)
Principle:
Overcoming a
reasonable challenge
MOTIVATING ACTIVITY =
activity that the participants really
want to have a go at, right from
the very start
3- MEANING
(Need to understand)
Establishing linkages
with the objectives
outlined for the activity
(congruence)
An activity does not necessarily have to feature all criteria simultaneously to be
considered “motivating”; rather, the coach must decide which of these criteria should
apply in a given situation in order to generate an optimal level of interest in the
participants.
Step 5:
Leading a Practice
Scenario:

You are organizing a camp for rookie racers.
You are working with two 16-year-old assistant
coaches.
You need to delegate the opening to them:
 Bike & equipment check
 Basic position on bike

Each group is to prepare an index card with instructions
for your assistant. You have to communicate everything
they need to know on this index card
“Self-Monitoring” Process to
Improve Teaching Effectiveness
Action
Analysis and
assessment
Planning for
improvement
Identification of aspects to
improvement
Dimensions of Learning
Affective
(attitudes, behaviour)
Cognitive
(knowledge, understanding)
Dimensions
of
Learning
Motor
(technical skills, execution)
THE TEACHING PROCESS
Can someone
else do the
demonstration
better than me ?
Organization
Includes safety measures, and how
the activity starts and finishes
Requires at least 50% motor
involvement
Coach is able to supervise
Explanation/Demonstration
Describe the aim of the exercise
Outline what is to be done and how
Describe points of reference/cues
Identify criteria of successful
performance
Touch the different communication
channels (visual, kinesthetic, auditory)
Supervision
Ensure that the athletes are actively
engaged and achieve a good rate of
success
To observe, move around without
interfering with athletes
Supervise both individuals and the
group
Verify if success criteria are
achieved
Did I give enough
time for the
athletes to
practice before
stopping them to
give feedback?
Feedback
Identify the cause of failure
Adapt the activity as needed
Help athletes by reassuring them
Explain and demonstrate again if
necessary
Recognize successful
performance
Effects of the feedback
Give the athletes time to practice
again to check whether they
have acted on the feedback
Did I remember to
ask the athletes
to give me
feedback before
giving them mine?
1
Feedback When The Athlete Is Not Succeeding
Column 1
Column 2
Athlete
behaviour
Probable cause
Cannot meet tasks
demands
(clearly upset
or gives up
practicing
Failure
Does something
different, or
achieves a different
outcome
Fear
Appropriate
intervention
Help
(reassure)
Adapt
(slower progression)
or
Affective
Demotivation
Explain
(question)
Not understanding
Explain
(question)
Ability not yet
acquired
Explain
(question)
then
m
Help (start again)
Adapt
Repeat
then
Cognitive
Too demanding
Nearly gets it right,
but not quite
Column 3
Adapt
then
Help (begin again
with coach support)
or
Motor
Too complex
Adapt (use
different
equipment)
Adapt
(take more time, simplify)
Adapted from Target, C. and Cathelineau, J. (1990). Pédagogie sportive. Vigot. Collection
Sport et enseignement.
Feedback When The Athlete Is Succeeding 1
Successful
Does the
coach need
to check skill
acquisition?
Yes
Have the athlete
outline reasons for
success (identify
reference points)
or
No
Next activity or level
of progression
Have athlete
repeat
performance
several times
or
Do a more difficult
task
Adapted from Target, C. and Cathelineau, J. (1990). Pédagogie sportive. Vigot. Collection
Sport et enseignement.
Nutrition
I - PRE-RIDE
Normal meal at meal time
eg lean meat/fish,
vegetables, fruit
DURATION
MORE THAN 4 HRS
BEFORE
II - DURING RIDE
III - FIRST 30 mins AFTER
IV - POST RIDE
1 HOUR OR
LESS:
NO
FOOD
OR
DRINK
EAT/
DRINK
resume normal
diet pattern after
first 30 minutes
post-ride
EAT/
DRINK
RIDE 2 HOURS OR LESS:
1 HOUR
3 HOURS BEFORE
START
feeding by 30
minutes
600- 1000 ml
water or
sport drink
600-900 calories
high carbohydrate (75%) with
some protein
2 HOURS
200-300 calories
high carb, some protein
3 HOURS
1 HOUR BEFORE
EAT/
DRINK
EAT/
DRINK
EAT/
DRINK
RIDE OVER 1 HOUR:
EAT/
DRINK
Follow post-race recovery diet for
as many hours as you rode.
RIDE MORE THAN 2 HRS:
1 bottle recovery drink* as soon
as possible (10 mins)
PLUS
START feeding by 30 mins.
600-1000 ml per hour sport
drink
OR
1 gel plus
600-1000 ml water per hour
EAT/
DRINK
OPTION diluted coke or gel
with caffeine in last 30 mins.
1 more bottle recovery drink
for every additional hour
(eg 4 hr ride= 2 bottles)
* Recovery drink is a special mix
or liquid available from many
sport drink manufacturers. It
includes carbohydrates along
with some protein and minerals.
TOTAL 3-5 bottles
4 HOURS
If event lasts longer than 1
hour, 10 mins BEFORE:
1 gel + 250 ml water
EAT/
DRINK
START feeding by 30 mins.
600-1000 ml per hr
sport drink
OR
1 gel plus
600-1000 water per hr
2 HOURS BEFORE
(if you didn’t eat 3 hrs before)
Water only- 500 ml over the
last 50 minutes
1 700 ml bottle sport drink
per ride hour
EAT/
DRINK
CYCLING DIET PLAN - See Canada’s Food Guide for daily regular diet examples
After 30-45 minutes post-ride but
before the next regular meal:
include raisins, small amount of
additional salt, and fresh fruit or
pure fruit-based drinks (avoid
sweetened fruit drinks)
At first regular meal after ride: add
boiled/baked potatoes or sweet
potatoes to regular meal (lean
meat, low fat, vegetables)
Continue rehydration: recover to
pre-race body weight
After post-ride recovery period,
resume normal diet
Step 6:
Getting Ready to Race
Race Day!
Overall coach objectives
Provide basic support
 Help them succeed
 Build their self-reliance: make them
more responsible for themselves (as
appropriate to individual)
 Juggle needs of multiple riders

Race Day!
Coach Roles: Pre-Race, At-Race, Post-Race
What is the coach’s role in…?
 Pre-Race- Day Before
 Mental Preparation
 Race Day- To the Start Line
 Warm Up
 Coach Support During the Race
 After the Race
 Recovery
Race Day!
Coach Roles: Day Before
List your main objectives for a new racer on
the day before the race.
 Write one or two key points using the
following five headings: Physical, Mental,
Technical/Tactical, Sustenance
(nutrition/hydration and rest/recovery),
Other.
 Portfolio: Day Before Plan

Race Day!
Coach Roles: Mental Preparation

For an athlete to perform at their best, they
need to be in the right frame of mind- an
“ideal performance state”. In that state they
are focused, calm, and ready to go. They
are not too high nor too low, too nervous
nor too relaxed. They feel prepared.
Ideal performance state
…controlling anxiety (emotional control)
…directing focus (attentional control)
Race Day!
Athlete Race-Day Plan and Warm-up
Athlete Race Day Plan
List the athlete’s activities in sequence from
earliest, up to race start time. Include all
forms of preparation- Physical,
Technical/Tactical, Sustenance (nutrition,
rest, recovery), and Mental. Also include
important race day activities such as
organizing and equipment
•Portfolio: Race Day Plan
Race Day!
During and After the Race

During the Race: many roles (Workbook p
68, 69)

After the Race: Debriefing (Workbook, p
70)

Recovery (Workbook p 71)
Step 7:
Team Management
Managing a Team…
List typical jobs in team management:
.
Three key jobs…
Focus on 3 aspects of team management:
 Rider Selection
 Communication
 Monitoring & reporting athlete progress
For more coaching
information…
www.cyclingcanada.ca
www.coach.ca